nela1williamsch - Standard 5


	Standard 5 Edit 0 17 … 0 Tags No tags Notify RSS Backlinks Source Print Export (PDF) Managerial Leadership School executives will ensure that the school has processes and systems in place for budgeting, staffing, problem-solving, communicating expectations, and scheduling that result in organizing the work routines in the building. The school executive must be responsible for the monitoring of the school budget and the inclusion of all teachers in the budget decision so as to meet the 21st century needs of every classroom. Effectively and efficiently managing the complexity of every day life is critical for staff to be able to focus its energy on improvement. 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved student achievement. Experiences Reviewed the school budget with the school executive Participated in discussions about use of funding from various budgets for the upcoming school year Assisted the School Improvement Team in the allocation of funds Classroom discussion through School Law and Finance course of the federal and state budget, including history, implications, equity, uniform chart of accounts and effects of the Leandro decision Coursework Phase I School Finance (Dr. Brady's Lesson) Specialized Trainings IEL Federal Policy Institute Related Readings Guthrie, J.W. (2007) Modern education finance and policy. Boston: Pearson/Allyn and Bacon. 5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement. Experiences Led crucial conversations with staff members Practiced strategies from Crucial Conversations, Facilitative Leadership and Dale Carnegie in dealings with students, staff and community DLP Training on coaching Led conferences with students/teachers/parents in regards to discipline Participated/Facilitated meetings with principal concerning arising problems/issues with parents and student Social Justice class sessions with Dr. Lynda Tredway from Berkeley University of California Coursework Monthly Internship Reports (discipline data) Spring 2011 Assessment Day (letter home re: safety incident at school) Specialized Trainings, Social Justice Facilitative Leadership Data Day: EVAAS, ACRE, Metametrics. NCWise Crucial Conversations Related Readings Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass. Fullan, M., & Ballew, A.C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass. Carnegie, D. (1981). How to win friends and influence people. New York: Simon and Schuster. Kotter, J.P. (1996). Leading change. Boston, Mass: Harvard Business School Press. Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press. Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press. Selected ArtifactsBelow is a letter I created during an operation NELA focusing on a suspected gang fight at the end of the day. 5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement Experiences Conference with staff about positive and negative behaviors; follow-up through written documentation Communications with parents Use of surveys, e-mails, school-wide announcements, face-to-face meetings to communicate with staff, parents and students Coursework Spring 2011 Assessment Day (letter home re: safety incident at school) Specialized Trainings Crucial Conversations Related Readings Covey, S.R. (2004) The 7 Habits of highly effective people: Restoring the character ethic. New York: Free Press. Patterson, K. (2002). Crucial Conversations: Tools for talking when stakes are high. New York: McGraw Hill Higher Education Press. Specific Artifacts 5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff. Experiences Communicated with staff via e-mail and personal contact concerning lessons, student behavior and other concerns or requests in a timely fashion Monitored student behavior in cafeteria and hallway Breakfast Duty Helped with discipline referrals to the office Handled numerous discipline issues Supervision of afternoon dismissal of students Coursework School Law course that included training on the rights of students and teachers Specialized Trainings Facilitative Leadership Readings Theoharis, G. (2009). The school leaders our children observe: Seven keys to equity, social justice, and school reform. New York: Teachers College Press. Specific Artifacts staff newsletter email april 23.DOC Details Download 392 KB help on how to format text

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